Psychological services to Spanish-speaking populations: A model curriculum for training competent professionals.

2011 ◽  
Vol 5 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Joan L. Biever ◽  
John P. Gómez ◽  
Cynthia G. González ◽  
Nina Patrizio
Keyword(s):  
Psychological Services ◽  
Model Curriculum ◽  
Spanish Speaking

Caught in the Middle: Spanish-Speaking Bilingual Mental Health Counselors as Language Brokers

2018 ◽  
Vol 40 (4) ◽  
pp. 341-352 ◽  
Author(s):  
Edward A. Delgado-Romero ◽  
Jhokania De Los Santos ◽  
Vineet S. Raman ◽  
Jennifer N. Merrifield ◽  
Marjory S. Vazquez ◽  
...  
Keyword(s):  
Mental Health ◽  
The United States ◽  
Psychological Services ◽  
Mental Health Counselors ◽  
Counseling Services ◽  
Community Members ◽  
Health Counseling ◽  
Spanish Speaking ◽  
Language Brokers ◽  
Training And Research

Literature regarding language brokering has primarily focused on family and community members serving as language brokers. However, bilingual mental health counselors often find themselves serving as language brokers as well. In this article we focus on bilingual mental health counselors who work with the growing Spanish-speaking immigrant population in the United States. We examine bilingual counselors without formal training in Spanish who serve as language brokers, and examine the ethical and professional challenges they face. Such challenges highlight the complexities of living in two worlds and providing psychological services in two languages. In examining their roles as language brokers, we discuss implications for future mental health counseling practice, training, and research. We present the ¡BIEN! Bilingual and Bicultural Counseling Services model for training counselors to deliver services to Spanish-speaking clients, along with recommendations for training programs.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

Bilingualism in the Spanish-Speaking World

2015 ◽  
Author(s):  
Jennifer Austin ◽  
Maria Blume ◽  
Liliana Sanchez
Keyword(s):  
Spanish Speaking

Validating the Factor Structure of the Stigma of Suicide Scale–Short Form Spanish Version Among Healthcare Students

Crisis ◽  
2020 ◽  
pp. 1-5
Author(s):  
Ruthmarie Hernández-Torres ◽  
Paola Carminelli-Corretjer ◽  
Nelmit Tollinchi-Natali ◽  
Ernesto Rosario-Hernández ◽  
Yovanska Duarté-Vélez ◽  
...  
Keyword(s):  
Factor Structure ◽  
Structural Equation ◽  
Short Form ◽  
Small Sample Size ◽  
Small Sample ◽  
Spanish Version ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Healthcare Students ◽  
Spanish Speaking

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.

Sign in / Sign up

Export Citation Format

Share Document